Tuesday, April 16, 2013

Kursus Persediaan Temuduga IPGM untuk Lepasan SPM

Kursus Persediaan Temuduga  IPGM (LEPASAN SPM)

Keputusan Permohonan Temuduga Kemasukan ke IPGM 2013 akan diumumkan pada 22 April 2013.
Temuduga Kemasukan ke IPGM dijangka bermula pada 29 April 2013. 
Pengambilan adalah AMAT TERHAD!!!
Sekiranya anda ingin mendapat PELUANG yang lebih CERAH untuk BERJAYA,
 Kursus Persediaan Temuduga IPGM boleh BANTU anda! 
 
Yuran Penyertaan:
 RM25 (untuk kursus dan nota)
Terhad kepada 15 orang Setiap Sesi
Setiap Sesi: 2 jam termasuk sesi soal jawab
Fasilitator: Bekas Pengerusi Temuduga IPGM
Untuk Tempahan dan Pertanyaan Hubungi:
1. En Adnan  0199505580
  
Bertempat di:

ENGLISH LANGUAGE EDUCATION CENTRE

PT359 Jln Stesen, Kg Berangan, 16200 Tumpat,  Kelantan.

  Buatlah tempahan sesi yang sesuai dengan anda (tertakluk kepada 'siapa cepat dia dapat') :

Selasa   23.4.2013

Sesi 1  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 2  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg

Sesi 3  : Pendaftaran   8.00mlm - 8.30mlm     Kursus   :8.30mlm - 10.30mlm

Rabu   24.4.2013

Sesi 4  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 5  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg
Khamis   25.4.2013

Sesi 6  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 7  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg

Sesi 8  : Pendaftaran   8.00mlm - 8.30mlm     Kursus   :8.30mlm - 10.30mlm
  
Isnin   6.5.2013

Sesi 9  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 10  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg

Sesi 11  : Pendaftaran   8.00mlm - 8.30mlm     Kursus   :8.30mlm - 10.30mlm

Selasa   7.5. 2013

Sesi 12  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 13  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg
Sesi 14  : Pendaftaran   8.00mlm - 8.30mlm     Kursus   :8.30mlm - 10.30mlm

Rabu   8.5.2013

Sesi 15  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 16  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg

Khamis   9.5.2013

Sesi 17  : Pendaftaran  9.30pg - 10.00pg          Kursus  : 10.00pg - 12.00tgh

Sesi 18  : Pendaftaran   2.00ptg - 2.30ptg         Kursus   : 2.30ptg - 4.30ptg

Sesi 19  : Pendaftaran   8.00mlm - 8.30mlm     Kursus   :8.30mlm - 10.30mlm

!!! ANDA PERLU BERUSAHA UNTUK MENDAPAT KEJAYAAN !!!








Sunday, December 30, 2012

ENGLISH CLASSES

  Years 2&3
4X per month @RM20

Years 4&5
4X per month @ RM20
UPSR
4X per month @RM25
Forms 1&2
4X per month @RM25
PMR
4X per month @RM30
SPM
4X per month @ RM30
MUET
4X per month @RM35
Professional English / English for Adults
Negotiable
Contact: 
En Adnan Yusof (019-9505580)
(ex Head of English Department IPGKKB)
Tuition Centre: Kg Berangan Stesen, Tumpat Kelantan
Registration: Sunday  - Saturday: 9am - 5pm
(RM5 each person)
Classes Commence: January 2013

KELAS BAHASA INGGERIS

Tahun 2&3
4X sebulan @RM20

Tahun 4&5
4X sebulan @ RM20

UPSR
4X sebulan @RM25

Tingkatan 1&2
4X sebulan @RM25

PMR
4X sebulan @RM30

SPM
4X sebulan @ RM30

MUET
4X sebulan  @RM35

Professional English / English for Adults
Boleh dirunding

Hubungi: 
En Adnan Yusof (019-9505580)
(bekas Ketua Jabatan Bahasa Inggeris IPGKKB)
Pusat Tuisyen: Kg Berangan Stesen, Tumpat Kelantan
Pendaftaran: Ahad  - Sabtu: 9pg - 5ptg
(RM5 setiap pelajar)
Kelas Bermula: Januari 2013

Saturday, November 17, 2012

Kursus Persediaan Temuduga DPLI / JQAF IPGM

 Kursus Persediaan Temuduga DPLI / JQAF yang bertempat di Kolej Komuniti Cawangan Pasir Mas telah berubah tempat ke:

PT359 Jln Stesen, Kg Berangan, Tumpat Kelantan.

Anda boleh membuat tempahan sesi yang sesuai dengan anda (tertakluk kepada 'siapa cepat dia dapat') :

Ahad   18.11.2012

Sesi 1  : Pendaftaran  10.30pg - 11.00pg     Kursus  : 11.00pg - 1.00tgh

Sesi 2  :  Pendaftaran   2.00ptg - 2.30ptg    Kursus   : 2.30ptg - 4.30ptg

Isnin    26.11.2012

Sesi 3  :  Pendaftaran 10.30pg - 11.00pg    Kursus   : 11.00pg - 1.00tgh

Sesi 4  :  Pendaftaran 2.00ptg - 2.30ptg     Kursus   : 2.30ptg - 4.30ptg

Selasa   27 .11.2012

Sesi 5 :  Pendaftaran 10.30pg - 11.00pg     Kursus  : 11.00pg - 1.00tgh

Sesi 6 : Pendaftaran 2.00ptg - 2.30ptg       Kursus    :  2.30ptg - 4.30ptg

Rabu  28.11.2012

Sesi 7  : Pendaftaran 10.30pg - 11.00pg     Kursus  : 11.00pg - 1.00tgh

Sesi 8  : Pendaftaran 2.00ptg - 2.30ptg       Kursus   :  2.30ptg - 4.30ptg

Yuran Penyertaan:
 RM20 (untuk kursus dan nota)
Terhad kepada 20 orang Setiap Sesi
Setiap Sesi: 2 jam termasuk sesi soal jawab
Fasilitator: Bekas Pengerusi Temuduga IPGM
Untuk Tempahan dan Pertanyaan Hubungi:
1. En Adnan  0199505580
2. Cik Nur     0199885580

Friday, November 9, 2012

Kursus Persediaan Temuduga DPLI / JQAF IPGM


Temuduga DPLI / JQAF Kemasukan Januari 2013 dijangka akan bermula pada 19 November 2012.
Untuk mendapat maklumat, pendedahan dan peluang yang lebih untuk menyertai program ini, satu kursus ditawarkan kepada calon yang berminat.

Maklumat kursus adalah seperti berikut:

KURSUS PERSEDIAAN TEMUDUGA DPLI / JQAF IPGM

Bertempat di:
KOLEJ KOMUNITI CAWANGAN PASIR MAS
Kementerian Pengajian Tinggi Malaysia
Lot 3302 - 3307 Taman Sri Kota
Bulatan Pasir Pekan
16250 Wakaf Bharu
Tumpat, Kelantan

Tarikh Kursus:
14 - 15,  17 - 19 November 2012

Yuran Penyertaan:
 RM20 (untuk kursus dan nota)

Terhad kepada 30 orang Setiap Sesi
Setiap Sesi: 2 jam termasuk sesi soal jawab

Fasilitator: Bekas Pengerusi Temuduga IPGM

Untuk Tempahan dan Pertanyaan Hubungi:
                                            1. En Adnan  0199505580
                                            2. Cik Nur     0199885580


Maklumat Tambahan: 

Anda boleh membuat tempahan sesi yang sesuai dengan anda (tertakluk kepada 'siapa cepat dia dapat') :

A.     Rabu 14.11.2012

Sesi 1    : Pendaftaran 8.00pg - 8.30pg
                Kursus         8.30pg - 10.30pg

Sesi 2    : Pendaftaran 10.30pg - 11.00pg                Kursus         11.00pg - 1.00tgh

Sesi 3    : Pendaftaran 2.00ptg - 2.30ptg                Kursus         2.30ptg - 4.30ptg

B.     Khamis  15.11.2012


Sesi 4    : Pendaftaran 8.00pg - 8.30pg
                Kursus         8.30pg - 10.30pg


Sesi 5    : Pendaftaran 10.30pg - 11.00pg                 Kursus         11.00pg - 1.00tgh

Sesi 6    : Pendaftaran 2.00ptg - 2.30ptg                 Kursus         2.30ptg - 4.30ptg

C.     Sabtu 17.11.2012


Sesi 7    : Pendaftaran 8.00pg - 8.30pg
                Kursus         8.30pg - 10.30pg


Sesi 8    : Pendaftaran 10.30pg - 11.00pg                 Kursus         11.00pg - 1.00tgh

Sesi 9    : Pendaftaran 2.00ptg - 2.30ptg                 Kursus         2.30ptg - 4.30ptg

D.     Ahad 18.11.2012


Sesi 10    : Pendaftaran 8.00pg - 8.30pg
                  Kursus         8.30pg - 10.30pg


Sesi 11    : Pendaftaran 10.30pg - 11.00pg                   Kursus         11.00pg - 1.00tgh

Sesi 12    : Pendaftaran 2.00ptg - 2.30ptg                    Kursus         2.30ptg - 4.30ptg

E.     Isnin 19.11.2012


Sesi 13    : Pendaftaran 8.00pg - 8.30pg
                  Kursus         8.30pg - 10.30pg


Sesi 14    : Pendaftaran 10.30pg - 11.00pg                   Kursus         11.00pg - 1.00tgh

Sesi 15    : Pendaftaran 2.00ptg - 2.30ptg                   Kursus         2.30ptg - 4.30ptg

Sunday, January 23, 2011

EDU 3102 CHILD DEVELOPMENT (Post No.. 6)

Understanding Chinese Child Development: The Role of Culture in Socialization: A Summary


Sing Lau and Patricia P. W. Yeung

The authors believes that human functioning cannot be separated from the cultural and immediate context in which children develop as the zone of proximal development is where culture and cognition create each other. Focusing on the socio-cultural context of a child’s development, development is inseparable from human social and cultural activities as children develop through socialization and their immediate families or peers thus become their main social agents.

Theories of Development: Western and Chinese Perspectives

From Western perspective, development is viewed as a lifelong process. There are in general well-defined boundaries, domains of development. In terms of domains such as cognitive development, it is suggested that a child’s ability to think and to reason progresses through a series of distinct stages. Each stage has its own unique characterization, yet it could vary considerably depending on intelligence, cultural background and socioeconomic factors.

Chinese perspective, different from Western theorist, is that they tend to be predominantly intuitive in their thinking, and they also do not diversify the viewpoints and distinctly label them into different psychological categories. Chinese perspectives seem to build solely upon some integrative framework, such as Confucianism.

In terms of cognitive development, there is emphasis on progressive learning, timing, and a human instinct or capacity to learn. In terms of moral development, there is emphasis on respect for authority and a well-defined hierarchy of human relationships in government, society, and at home. It is the latter aspect, morality that Western psychologists pay the greatest attention to.

Unlike Western theories of development, there is a notable lack of an empirical base from which Chinese thinking on child development is structured, more like philosophies than theories of nature.

Theoretical Basis of Chinese Development Research

Focusing on only one ideology has created a phenomenon whereby researchers tend to over-generalize the influence of Confucianism. This may even generate misconceptions in the process of investigating Chinese culture and child development. There are many cases of over-generalized some Chinese traditional behavior and falsely interpreted and such cases are trapped in the traditional and stereotypic modes of thoughts where the focus is solely on one aspect of Chinese.

Chinese tradition has its own uniqueness, but one cannot deny that there are some areas that are comparable with other cultures as well. There is research in variety of cultures that provided evidence of impressive regularities across cultures in the field of development. There are also consistent findings that children’s behavior and development in terms of specific patterns or ways of manifestation may vary according to cultural context.

Critique of theoretical assumption from Confucianism

Confucianism only covers the areas of family, society, the moral person, self-fulfillment and happiness, etc. Chinese orientation toward children tends to be moralistic rather than psychological. The ideology might have neglected, for example, teaching and learning or the psychological development of an individual.

Therefore to reply on a single ideology to study Chinese culture and child development is simply not appropriate. First the ideology may not be all-perfect. If one decides to use it as a theoretical base, both positive and negative aspects should be taken note of. Second, the ideology may not be all encompassing. Thus it is only appropriate that any assumption should be empirically measured and tested.

Different aspects and issues of Chinese Child development

Studies have shown that the value orientation and life goals of modern Chinese are creating another chapter in Chinese history. There are also a value preference of Chinese high school students playing greater emphasis on personal and competency values. This is complete contrast to the general collectivistic depiction of Chinese in relation to adolescent development. Lying ahead of Chinese people is great uncertainty and traditional Chinese culture will be affected and modified over and over again.



Source: www.simplebluejournal.blogspot.com

EDU 3102 CHILD DEVELOPMENT (Post No.. 5)

To what extent has childhood been viewed as a social and cultural process rather than a 'natural process'? - Illustrate your discussion with reference to Book 1, Chapter 1, 'Children and development'.




Childhood is such a fundamental and integral part of humanity that on first considerations, we may take it for granted as an entirely natural process. The biological journey of maturation is a universal shared experience. Yet even if childhood is recognised only in these limited biological terms, it is still influenced by social factors i.e. the health and life choices of the mother during pregnancy. In the civilised world, there are very few who would be prepared to argue that childhood should be viewed as an entirely natural process.



Contemporary developmental theorists recognise the child as an active agent whom is developing both physically and psychologically; the individual experience of childhood is dependent upon how they interact with their environment and how that society understands their specific nature and needs. The attitudes to children and views of childhood vary dramatically between different periods in history and different cultures, and are also actively evolving within our own culture; therefore it is, currently, more accurate to view childhood as a social and cultural process rather than a natural one:

“The immaturity of children is a biological fact but the ways in which that immaturity is understood is a fact of culture….childhood is ….constructed and reconstructed both for and by children” (James and Prout, 1997, p.15)



Woodhead (2005) illustrates that historically, throughout Western culture, childhood has been viewed as both a natural process and as a social and cultural process. It has also been viewed as an interactive process between the two. These changeable and evolving attitudes confirm James and Prout’s assertion that “childhood is constructed and reconstructed”. By comparing and contrasting the origins of the four main Psychological perspectives of Child Development and acknowledging their legacies to modern day practices, I intend to conclude that childhood has probably been viewed to a greater extent as a social and cultural process than it has a natural process.



It has been proposed that ‘childhood’ is in itself a recent invention. Philippe Aries (1962) is chiefly accredited with underlining the socially constructed character of childhood. He studied the history of literature and paintings and concluded that in mediaeval times childhood didn’t exist. Obviously younger members of the species existed but they were not granted any special or distinctive status. Once weaned, they were thrust into adult society. Aries claimed that the awareness of children’s distinctive nature did not emerge until the end of the fifteenth century. This can de illustrated in the emergence and gradual rise of schooling and paediatrics.



Aries has been criticised for making general conclusions which rely on limited sources. The largest group of children would have been the poor, and they would not have been represented. However the broad framework of his argument (the socially constructed nature of childhood) is the foundation of subsequent studies:

“The idea of childhood must be seen as a particular cultural phrasing of the early part of the life course, historically and politically contingent and subject to change”. (James and James, 2001)



There are four main perspectives of child development. These theories stem from three opposing philosophies which attempt to define the essential nature of humanity as embodied in the newborn child. Thomas Hobbes (1588-1679) believed children to be inherently sinful. He believed that development should be shaped by control and discipline. Jean-Jacques Rousseau (1712-1778) believed children to be inherently innocent; his supporters advocate that development is shaped by following children’s natural stages. The theories of Hobbes and Rousseau are classified as nativist theories; maintaining that childhood is a natural process. John Locke (1632-1704) didn’t view children as either inherently sinful or innocent, but rather a ‘tabua rasa’ (blank slate) to be written on by experience; those influenced by him maintain the chief factor of development is experience. Locke’s Theory is classified as empiricist; advocating that childhood is a social and cultural process. Immanuel Kant (1724-1804) believed children to be born with mental structures specifically designed to interpret information from the environment; the essence of development being interaction. Kant sets the tone for the ‘transactional models’ of development; not viewing childhood as exclusively a natural or exclusively a social process, but a combination of the two.

Thomas Hobbes believed that all human beings were born with original sin, therefore all children were born evil and had to be ‘saved’. The prime factors of development were control and discipline. He was an important influence to the formation of the Methodist church. The theory that children were inherently sinful was very desirable and easily identifiable from an Armenian perspective; people believed that children learned obedience to God through obedience to their parents. Childhood was a time of strict parenting and harsh discipline:

“Severe beatings of children in the name of discipline were common occurrences. Heaven was sometimes described to children in Sunday school as "a place where children are never beaten”. (Newman and Smith, 1999)

This view was apparent in the early nineteenth century in Hannah More’s evangelical writings on child rearing. She too argued that it was a fundamental error to view children as inherently innocent and it should be down to society to curb their evil dispositions. The omnipresence of God and Satan in every person’s life was an unchallenged premise:

“The hard line view of infants as limbs of Satan persisted throughout the eighteenth century”. (Ezell, M.J.M, 1984)



This harsh and unsentimental view of children was not just religiously, but also demographically and economically motivated. Infant mortalities were extremely high; between twenty and fifty percent of babies died within their first year. Many parents referred to their child as “it” until they reached an age when survival was probable. Although it is problematic to speculate, it seems plausible that parents were consciously detached from their children as a coping mechanism, should they not survive into adulthood.



Although Hobbes advocated a nativist perspective on the essential nature of children, the religious attitudes which he and his contemporaries would have taken for granted as truth are now dormant in the majority of Western societies (apart from some remaining puritan cultures). Any who did share the popular religious view would not have been recorded. This validates James and Prouts assertion that childhood is “constructed and reconstructed”. Hobbesian views of childhood did not unfold naturally, but were constructed through social discourse.



Jean-Jacques Rousseau believed the exact opposite to Hobbes; that children are not inherently sinful, but are inherently innocent, and would develop naturally in positive ways if allowed to do so. He referred to children as ‘noble savages’, this romantic notion supposes that all humanity is born pure and good until corrupted by civilisation. The environment does not have a positive, but has a negative affect on development:

“Everything is good in leaving the hands of the Creator of Things; everything degenerates at the hands of man”. (Rousseau, 1762)



During the eighteenth century, views of childhood began to change; children were seen as innocent and in need of protection, (not unlike the way we see them today) consequently though, they were also viewed as weak and susceptible to temptation. Along with the notion of protection came the notion of discipline, as parents taught their children to avoid the enticements of their social world. Until the late 1800s, child labour was commonly practiced and accepted. It is reported that up to half of all workers in northern factories were children under the age of eleven. Children worked as long and as hard as adults. Because of their small size, they were sometimes given difficult and hazardous jobs, like cleaning out the insides of narrow factory chimneys. In poor urban families, parents often forced their children to engage in scavenging and street peddling. Rousseau’s observations were not surprising given that the desire to protect children was coupled with their seemingly inevitable exploitation. Although chiefly belonging to the realms of Romanticism, Rousseau’s theory did have practical psychological applications. He is attributed with presenting the first truly developmental account of childhood, through his emphasis on maturation and stages of development. His book; “Emile” (On Education)(1762) suggests children should be allowed an ‘Age of Nature’ covering the period from birth to twelve years. This should be a time in which children be allowed to play and have their natural innocence respected.



It is Rousseau’s emphasis in allowing the child to indulge their natural stages of development which is his legacy to child development. Fredrich Froebel (1782-1852): the pioneer of the kindergarten movement and designer of toy building blocks shared Rousseau’s vision:

“The child, the boy, man indeed should know no other endeavour but to be at every stage of development wholly what this stage calls for” (Froebel 1885).



The idea of natural stages of development sets the tone for contemporary teaching templates by setting guidelines for what is considered ‘developmentally appropriate’ practice, especially the balance of play and teaching within early years education.

Although Rousseau’s legacy can be illustrated in modern day views of childhood, it is his practical advice about nurturing the Childs natural development, and not his nativist perspective which persists.



John Locke’s theory contrasts both Hobbes and Rousseau’s. He didn’t believe that children were born inherently evil or innocent, but rather a blank slate. He saw the character of childhood as extremely malleable; experience being the sole factor of development. He recommended parents as tutors, responsible for providing the right environment and offering moral guidance in which to shape and nurture their children into mature, rational adults. Locke was the pioneer of the Educationalist movement. His essay,” Some thoughts concerning education” (1693)asserts that; “a Childs mind must be educated before he is instructed”. Although some of his critics accused Locke of “despiritulising” childhood, his theory permeated throughout society:

“The root of all corruption is poor Education” (Osborne London Journal, 1732.)



Locke’s theories echo contemporary debates concerning modern family values. The infamous ‘Back to Basics’ conservative campaign of the early 1990’s suggested that a breakdown in traditional family values was responsible for a degenerating Britain. In May 2002, Patricia Amos was jailed for sixty days because of her daughter’s persistent truancy. Most recently, in response to a spate of teenage shootings in East London in February 2007, leader of the opposition; David Cameron controversially proposed that absent fathers are responsible for an emerging class of feral children. These attitudes don’t assume that children are passive receivers of their environment as Locke believed, but do demonstrate the huge onus of social responsibility he proposed.



Immanuel Kant viewed the key influence on development to be interaction. He agreed with Locke that experience plays a crucial role in learning but argued that knowledge could not arise from what is taken in by the senses alone. Kant acknowledges the child as an active agent in their own development. He deems it unreasonable to assume that children are just passive receivers of external stimuli or blind followers of a pre-determined biological pattern. The precipitator of development becomes the continuous interaction between the two. Both nature and the environment are equally significant.



Kant creates the framework for the transactional models of development which assume the child to be an active autonomous agent in their own development and attempt to explain this relationship of cause and effect that they have with their environment. This is the most popular start point for modern child development theories, such as social constructivist theories.



The religiously dictated views of Hobbes and Romanticism motivated views of Rousseau are unconvincing to a modern audience. Their legacies are derivative of their child rearing advice and not their rigid perspectives. James and Prouts assertion that “childhood is constructed and reconstructed is convincing enough to dispel these solely nativist theories. Locke’s emphasis on education (although not to the extent he proposed) is echoed by today’s politicians. It seems reasonable to assume that the real character of childhood is an interactive process between the two as proposed by Kant. . In the civilised world, the onus of social responsibility to our children has always been great and is growing. Underlining the socially constructed character of childhood has had a great influence on our attitudes; therefore childhood has probably been viewed to a greater extent as a social and cultural process than it has been viewed as a ‘natural process’.



(adapted from www.ukessays.com)

EDU 3102 CHILD DEVELOPMENT (Post No.. 4)

By Salisu Shehu


Principles of Human Development Derivable from the Qur’an and Hadith

In the opening chapter of the Qur’an, the Fatihah, God declares that He is the Lord and Cherisher of the worlds:

All praises are due to Allah, Lord of the worlds. (1:2)

What this means is that He is the sole creator of the universe and that He nourishes and sustains it. The implication is that He is the originator of everything (seen and unseen, known and unknown) and that everything depends on Him for sustenance, growth, and development. This interpretation is conveyed in the following verse of the Qur’an:

God is the creator of all things, and He is the guardian and disposer of all affairs. (39:62)

These verses provide the background for our discussion on aspects and principles of human development in the Qur’an, particularly cognitive development. In fact, as far as the Qur’an is concerned, the meaning of these two verses is the fundamental principle of human development. So, God is the creator of man, and He is the sole determinant of the pattern and process of his growth and development. The following paragraphs enunciate this dominant principle in forms of subprinciples of human development.

In the Islamic perspective of developmental psychology, the following principles are identifiable.

Human Life (Growth and Development) Is a Gradual Process

This is the first principle of development that can be derived from the Qur’an. Having told us that He is the creator, guardian, and disposer of all things, God also told us that He created man in various progressive stages of growth and development. In other words, man’s life has been patterned in stages from conception to death. The stages through which man passes in his growth and development are not merely a matter of chance or accident. They were predesigned, predetermined, and graduated by God Himself. God mentions this basic fact in a number of verses in the Qur’an. Examples of such verses are the following:

It is He Who created all things and ordered them in due proportions. (25:2)

This verse clearly spells out the fact that the life of every thing has been designed in such a way that every aspect of it is proportionately graduated. In the case of human growth and development it means that the various phases mentioned above have been duly proportioned and all humans have to pass through each stage up to old age and death. That growth and development do not take place at once but pass through the duly and proportionately designed phases is what makes them a gradual process. The following verse clearly mentions that we have been created and caused to grow in phases, not at once:

What is the matter with you, that you place not your hope for kindness and long suffering in God? Seeing that it is He that has created you in diverse stages? (71:13-14)

Ibn Kathir reported that Abdullah ibn Abbas (hereinafter referred to as Ibn Abbas) and others interpreted this verse to mean that man has been created from a drop of sperm, then transformed into a clot of blood, then into a morsel of flesh, and so on. Allah says in the Qur’an:

You shall surely travel from stage to stage. (84:19)

Ibn Kathir again reported that ‘Ikrimah (one of the disciples of Ibn Abbas) interpreted this verse to mean that man shall grow from one condition to the other such that he becomes a toddler after being an infant, old after being young and strong.

The above verses tell us in general terms that man’s growth and development definitely follow certain stages. These stages are specifically spelled out in some other verses in the Qur’an in more elaborate and particular terms. The Prophet himself enunciated and expounded them in more detail in some of his traditions. These will be seen in our subsequent discussions. It is however important to note that the phases through which growth and development pass are themselves spread over two broad stages.

Human life (growth and development) has been categorized in the Qur’an into two broad phases: the prenatal and the postnatal. Each of these phases has been subdivided into different substages having different terms and periods. The following Qur’anic verse succinctly describes the first phase of human life:

He makes you in the wombs of your mothers, in stages, one after another, in three veils of darkness. Such is God, your Lord and Cherisher: to Him belongs (all) dominion. There is no god but He: then how are you turned away (from your true center)? (39:6)

In another verse, the Qur’an describes the two phases in a precise and concise manner:

It is He Who created you from dust, then from a sperm-drop, then from a leech-like clot; then does He get you out (into the light) as a child; then lets you (grow and) reach your age of full strength, then lets you become old-though of you there are some who die before-and lets you reach a term appointed; in order that you may learn wisdom. (40:67)

The Qur’an has also told us that the first phase has a certain fixed and definite term within which it reaches its apex of development. Then it is terminated through birth (by delivery). The Qur’an says:

And We cause Whom We will to rest in the wombs for an appointed term. (22:5)

But in much more elaborate, precise, and detailed terms the following verse further describes these two broad stages with their respective specific phases. It reads thus:

O mankind! If you are in doubt about the Resurrection, then verily, We have created you (i.e. Adam) from dust, then from a nutfah (mixed drops of male and female sexual discharges), then from a clot (a piece of thick coagulated blood) then from a little lump of flesh – partly formed and partly unformed – that We make it clear to you (i.e. to show you our Power and ability to do what We Will). And We cause whom We will to remain in the wombs for an appointed term, then We bring you out as infants, then (give you growth) that you may reach your age of full strength. And among you there is he who dies (young), and among you there is he who is brought back to the miserable old age, so that he knows nothing after having known. (22:5)

The Prophet (S.A.W.) has precisely and accurately described the first broad stage with fixed time specifications stipulated for each of the phases within it. The hadith reads thus:

Lo! The creation of each one of you is composed in the womb of his mother (first) as a nutfah (mixed drop of sperm and ovum) for forty days then after that he transforms to alaqah (a clot of congealed blood) for a similar term, then he transforms to mudghah (a lump of flesh), and then an Angel is sent to blow the spirit into him.18

The Qur’an has also told us that the first broad stage (prenatal) has a certain fixed and definite term within which it reaches its apex of development. Then it is terminated through birth. Allah says:

And We cause whom We will to rest in the wombs for an appointed term. (22:5)

Therefore, the Qur’an has established that the prenatal period is definite and fixed (usually 9 months under normal circumstances as enunciated in one of the Prophetic traditions) and as experienced practically in daily life. However, the Qur’an further mentions to us that there are exceptional cases whereby the prenatal period terminates, before or after the normal term. And all these happen in accordance with God’s Absolute Will and Decree. The Qur’an says:

He it is that fashions (shapes) you in the wombs as He pleases. There is no god save He, the Exalted in Might, the Wise. (2:6)

This means that the nature, form, size, and time in which individuals are created and shaped in the womb may vary according to the will and wishes of God. Because of this, He affirms that some pregnancies may be delivered before or after the normal time of delivery. But the knowledge of that (addition or reduction in time) is His exclusive preserve:

God doth know what every female (womb) doth bear, by how much the wombs fall short (of their time or number) or do exceed. Every single thing is before His sight, in (due) proportion. He knoweth the unseen and that which is open: He is the Great, the Most High. (13:8-9)

As for the postnatal phase of growth and development, the Qur’an does not mention any fixed span of life that is generally applicable to all individuals; it differs from one individual to the other. That is why the Qur’an says:

And some of you are called to die (at different ages) and some are sent to the feeblest old age. (22:6)

But if the postnatal period is taken in its entirety, Islamic scholars have divided it into four broad stages, and each stage is itself divided into short substages. Allah says:

It is God Who creates you and takes your souls at death; and of you there are some who are sent back to a feeble age, so that they know nothing after having known much. (16:70)

In his commentary on this verse, Gummi (1922-1992) says the following:

Some Islamic scholars have said that man’s life (after birth) has four broad stages. The first stage is the stage of continuous growth and development, which begins from 0 to 33 years (the end of youth and the age at which an individual attains full physical and intellectual maturity). The second stage, from 33 to 40, is the stage of constancy in which increase in growth and development is hardly noticeable. The age of 40 is usually considered the stage at which both physical and intellectual ability reach maturity. The third stage is the stage of mid- or proper adulthood (al-kuhulah). From 40 to 60 years man begins to decline physically and mentally though so subtly and steadily that it can hardly be noticed. The last stage, from 60 to the end of life, is the stage of old age and decline (senescence). In this stage decline becomes more obvious and noticeable.19

Pattern of Human Growth and Development

According to the Qur’an, human growth and development follow one common pattern which is applicable to every human being. Despite individual differences this pattern applies to every person. The pattern is that every individual grows and develops from initial weakness to strength and then to weakness. In other words, growth and development follow a certain natural inevitable law of rise and fall. That is to say that when the individual gradually reaches the apex of his development, whether physical or cognitive, he then begins to decline gradually. The Qur’an is very precise about this:

It is God Who created you in a state of (helpless) weakness, then gave (you) strength after weakness, then, after strength, gave (you) weakness and a hoary head; He creates as He wills. And it is He Who has all knowledge and power. (30:54)

It needs to be emphasized here that this single pattern mentioned in this principle and as demonstrated in this verse is applicable to all human beings. We are all created in a state of weakness. This refers to the early stage of our creation right inside the wombs and up to delivery. We are weak at these early stages both physically and mentally. This weakness at the onset of our life is also mentioned in another place (Surat al-Nahl) in the Qur’an but with specific reference to mental weaknesses:

And Allah has brought you out from the wombs of your mothers while you know nothing. And He gave you hearing, sight, and hearts that you might give thanks (to Him). (16:78)

In several other verses this single and common pattern of early weakness that first characterizes every person’s life and then strength in later development is also clearly indicated. For example:

We have enjoined on kindness to his parents: In pain did his mother bear him, and in pain did she give him birth. The carrying of the child (in the womb) to his weaving is (a period of) thirty months. At length when he reaches the age of full strength and attains forty years he says, O my Lord? Grant me that I may be grateful for thy favour, which Thou has bestowed upon me, and upon my parents.20

The necessary analogical deduction that can be made from this verse is that each person’s life begins in weakness, gradually attains strength, and then gradually declines, just as the first verse under this principle clearly states. The decline is the beginning of a second dimension of weakness that characterizes human life at the end of one’s life. And this has also been stated in this verse and several others. This pattern is certainly common to all human beings as it is witnessed in our life experiences.

This principle, it should be noted, does not eliminate the fact of individual differences. What is actually meant is that, although this pattern is applicable to all humans, there are always a number of differences among individuals in terms of specific developmental variables and processes. For the purpose of illustration, let us assume that two identical things are born at the same moment. This principle applies to both of them in the sense that they are both helpless, weak, miniature human beings, and both gradually begin to grow and develop until both attain full strength. However, it may be noticed that one may be dark in complexion while another may be light. Again, while one may be fat, the other may be slim. These are some forms of individual differences. They do not however, like all other forms, eliminate the fact of the common pattern of development represented by this principle, just as the principle itself does not wipe away this very fact of individual differences. A more detailed discussion on individual differences in development comes later in this article.

Human Development Is a Cumulative and Simultaneous Process

If all the verses of the Qur’an that talk about human development in its various stages are taken together, synthesized, and analyzed, it will be seen that the Qur’an had postulated that human development is cumulative in nature. That is to say, any new development acquired or attained by the individual adds up to the already existing one. In this way, development builds one aspect upon another up to the fullest stage. The Qur’an also teaches us that human development is a simultaneously interwoven process. This means that all the aspects of development-physical, mental, social, emotional, moral-are inseparable. Each one reinforces the other. This means that one aspect of development does not wait until another develops to its fullest before it commences. The physical and mental developments of a person for example go together with his social, emotional, and moral development. At each stage, all these aspects increase in growth and maturation proportionally and consecutively, hence, the simultaneous nature of development. Many of the verses that talk about development refer to all its aspects either explicity or implicity. But the physical and cognitive aspects of it are especially explicity tied to each other in several verses of the Qur’an. This is very clear in several verses quoted earlier. The verse in which Allah describes the two broad stages at the same time contains not only mention of physical development but also that of mental development.21 The same thing applies to the verses in which He mentions, “attainment of full strength” in development and growth. Undoubtedly, the full strength so attained is not only restricted to physical strength but also necessarily includes all the other aspects of development. This is all the more obvious in the verses where Allah refers to giving orphans their wealth when they attain “full strength.” It certainly means both physical and mental development. While physical development as implied in the verse is indisputably more obvious from the word “strength” which immediately signifies physical stature and posture, the mental component is definitely included as it is clearly alluded to by another verse of the Qur’an:

Make trial of orphans until they reach the age of marriage: if then you find sound judgement in them: release their property to them; but consume it not wastefully nor in haste against their growing. (4:6)

The mention of age of marriage is a direct reference to physical maturity and growth while sound judgement directly means mental maturity. The fact of the simultaneous nature of growth and development in human life is thus confirmed.

However, the Qur’an also alludes to the fact that some aspects may develop faster than others, thus creating intra-individual differences in development. For example, the individual’s physical development may be faster than his mental development or vice versa. The Qur’an therefore confirms the factor of mental retardation. In this situation, the individual may grow and develop physically but may not grow and develop at the same rate mentally. Allah alludes to this in the following verse where He prescribes recording debt contracts:

If the party liable is mentally deficient, or weak, or unable himself to dictate, let his guardian dictate faithfully. (2:282)

Several other verses mention these cases of abnormal mental development. Another form of abnormal development has also been mentioned in another verse. This is abnormal language development, which causes speech impairment. In a parabolic and euphemistic description of the disbeliever, this factor is denoted, as it appears in the verse:

And Allah puts forward (another) example of two men, one of them dumb, who has no power over anything (disbeliever) and he is a burden on his master; whichever way he direct him, he brings no good. Is such a man equal to one (believer) who commands justice, and is himself on the straight path? (16:76)

In actual sense, since the Qur’an is not a textbook of psychology, only through deductions and inferences can we extract psychological facts from it. This means that it is the apparent significations and connotations of the verses that are taken into consideration, not necessarily the specific contingencies or instances upon which the verses were revealed. And this is an accepted principle in ‘Ilmul-Usul.22

These verses and several others do confirm that abnormality affects some aspects of a person’s development, just as it can affect it in its entirety.

Human Life (Growth and Development) Transcends Earthly Phenomenal Existence

Whereas all the theories of development in modern developmental psychology are confined only to this earthly (temporal) life, the Qur’an projects human life beyond this life. The Qur’an considers the present life as the foundation of another life that is permanent and everlasting. Man is going to be transformed into a different form of life whose growth and development are transcendental and divine. Such growth and development, however, may be either in endless bliss or torment. This is why in many of the verses where Allah mentions the stages of human development, He links them directly with the life after death. It shall be a continuation of life in some sorts. For example, in Surat al-Mu’minun Allah enumerates the stages of human development in this earthly life. He follows the preceding verses with a mention of the next life:

Man We did create from a quintessence (of clay); then We placed him as (a drop of) sperm in a place of rest firmly fixed; then We made the sperm into a clot of congealed blood; then of that clot We made a (foetus) lump, then We made out of that lump bones and clothed the bones with flesh; then We developed out of it another creature (or full human being). So blessed be God, the Best to create! After that, at length ye will die. Again, on the Day of Judgement, will ye be raised up. (23:12-16)

(adapted from: Salihu Shehu: www.fiqh.org.com)

EDU 3102 CHILD DEVELOPMENT (Post no.3)

A. Recapitulation of previous lecture (ensure students read reading material given in the blog: check if they have it or not in their files).

B. Topic 1b: Religious Perspectives.

-. God created man with differences (race, colour, culture, faith) so that
    we will be able to get to know each other: (Al-Qur’an).
-. All man is believed to exist from Adam and Eve. The children of Adam
    and Eve spread  across the world, each pair forming different races,
    cultures colours and ways of lives.
-. In order to survive, man needs spiritual guidance: in the form of
    faith / belief
-. The faith again may differ from person to person, race to race,
    nation to nation, continent to continent.
-. The following discussions will be based on several beliefs practised in Malaysia.

From the perspective of Islam

-. “A child is born like a piece of clean cloth (fitrah). Its up to the parents to
     mould him as ‘Nasrani, Yahudi, or Majusi” (Christian, Jew or Magian)
    (Hadith Rasulullah).
-. Moral of the Hadith: parents play a very important role in ensuring the
    continuity of faith of their children. Failure to perform that responsibility
    may lead to very detrimental outcomes.
-. Other than parents, family members, relatives, teachers, community
    members, brothers and sisters in Islam are collectively responsible
    in inculcating, guiding and ensuring that Muslim children will strongly
     hold on to the faith.
-. Upon reaching adulthood (by the age of 15, or puberty), the person
    is now responsible for his actions.
-. He still requires guidance until the end.

Further reading: Refer to reading material at www.adeneducation.blogspot.com


From the perspective of Christianity.

-. A child is born with the ‘Original Sin’ (sins of the fathers: explain)
-. The child is raised by parents, given faith and guidance, made to
    understand about‘original sin’, regularly meet the local pastor /
    priest to ask for forgiveness.
-. Other than parents, family members, relatives, community members,
    are collectively responsible in inculcating, guiding and ensuring that
     Christian children will strongly hold on to the faith.
-. Upon reaching adulthood (by the age of 18), the person is now
    responsible for his actions.

-.Further reading: Refer to reading material at www.adeneducation.blogspot.com


From the perspective of Buddhism and Taoism

-.Believe in Karma: What you do will come back to you
-. Teach children to do good onto others
-. The 4 noble truth: 1. Birth, 2 Age 3. Sickness, 4. death
Taoism: believe in filial piety: respect your elders: especially parents
            : respecting nature: live in harmony with nature: then you have peace.

-.Further reading: Refer to reading material at www.adeneducation.blogspot.com

Tuesday, January 18, 2011

EDU3102 CHILD DEVELOPMENT(Post No.2)

Reading Material for Topic 1a: Nature of human beings: Biological Perspective.
Introduction


Biology and Psychology: Where is the Linkage? Biology and psychology are meaningfully and intricately linked. In psychology, human behavior can be explained by carefully studying life itself, including the components and structures affecting a human being.

Moreover, environment plays a major role affecting the reaction and responses of both simple and complex organisms. The two fields are likewise connected through heart systems and circulation. An individual in a negative psychological state increases the release of fatty substances blocking the blood vessels the release of these fatty substances is decreased particularly if the individual is in a positive psychological state.

Biology and psychology are integrated nonetheless they still retain principles distinct to each realm. Both simple and complex organisms are made up of cells. The most complex organisms - human, are made up of several types of cells each having their specific function. Among the cells making up the human body, neurons are considered to be the most important , since these function for control and communication . They act as the controller of different cells, regulating each function and ensuring that every process is in its proper rhythm. Organisms with neurons (nervous system -neurons in cluster, brain and other organs) are capable of performing tasks of utmost complexity

Evolution has taken place resulting to changes of the physical and behavioral characteristics of an organism for survival and reproduction purposes. Mechanisms and strategies are learned to equip organisms with the skills necessary for survival in their particular habitat. Human beings need food and water for existence they feel hunger and thirst and as a response, one must eat and drink.

The behavior of an individual is also affected by external factors. For instance, if food and water are not available, how can he feed himself? With this, new behavior from an individual may be expected as a way of adapting to these external variables. Temperature and body fluid level affect behavior. If these factors deviated from their normal range, the body exhibits specific reactions to normalize this and reach equilibrium. Shivering is a body's response at cold temperatures it is the body's response to generate heat against cold temperature. Thirst, sweating, and urine production are regulated by the body fluids. Psychological states are regulated and corrected if these deviate from normal, to maintain balance or homeostasis.

Both internal and external factors are taken as an aggregate in determining behavior. The brain takes charge of processing the information, ending up with results aimed to regain or maintain the normal state. The brain regulates the responses created by both internal and external variable and the responses and behavior observed from an individual has solid scientific basis. An internal or external factor triggers the organism to react or behave in that manner. For each action done, a scientific or biological explanation may be put forth. If an organism feels danger for himself, it would be instinctive or automatic for him to protect himself from his predators.
  (Source: http://www.mightystudents.com/)

EDU 3102 CHILD DEVELOPMENT(Post No. 1)

A.Introduction

B. Proforma (refer proforma)

C. Assessment (refer proforma)

D. Why do you need to study Child Development?
      To:
          1. Understand and to be aware of the overall development of
              children and young adults
          2. Gain information and knowledge on the specific developments
              of the children and young adults  (physical, cognitive,
              emotive, traits, etc.)
          3. Be aware of children with special needs and attention
          4. Be able to prepare yourself as a teacher
          5. Grateful to GOD.

Topic 1: Nature of human beings

Topic 1a: Biological perspectives:

              - Differences between man and animals: discuss

              - “No man is an island” : Discuss

              - Basic needs of man:
                 a. Food
                 b. shelter
                 c. clothing

             - Needs of modern man:
                d. Education
                e. career
                f. power
                g. attention
                h. wealth
                i. partnership
                j. others (health, transportation, facilities, etc.)

            - Needs of modern man: j. Spiritual support: discuss

Further reading: Refer to reading material at www.adeneducation.blogspot.com

Friday, March 19, 2010

Learning Support Material: Poetry

Session 4: Practice 3


The Sick Rose                                            (1794)



O rose, thou art sick.

The invisible worm

That flies in the night,

In the howling storm:


Has found out thy bed

Of crimson joy:

And his dark secret love

Does thy life destroy.

                                                                            William Blake  (1757-1827)

Questions

1. Discuss the setting of this poem.

2. Describe the literal meaning of the poem.

3. Discuss the figurative meaning of the poem.

4. What are the literary devices employed in this poem, and what are their effects?

5. Discuss the moral/lesson found in this poem.

Learning Support Material: Poetry

Session 3: Practice 2

Easy Diver



Pigeon on the roof.

Dives.

Go-

ing

fa-

st.



G

O

I

N

G



T

O



HIT HARD!



Opens                  wings.



Softly,      gently,



Down.

Robert Froman

Questions

1. Comment on the form of the poem.

2. What is the effect of the form on the poem?

Learning Support Material: Poetry

Session 2: Practice 1


          What makes a poem?

What makes a poem?

Whatever you feel:

The secrets of rain

On a window pane,

The smell of a rose

Or of cowboy clothes,

The sound of a flute

Or a foghorn hoot,

The taste of a cake

Or a fresh water lake,

The touch of grass

Or an icy glass,

The shout of noon

Or the silent moon,

A standstill leaf

Or a rolling wheel,

Laughter and grief:

Whatever you feel.

                                Eve Merriam

Questions

1. What are the literary devices employed in this poem? What are their effects?

2. What are the sensory elements found in the poem? What do they entail?

3. What is the line repeated? What is the effect of this device?

Learning Support Material: Poetry

Session 1: Overview of Poetry

(Please note that the materials under the title Learning Support Material: Poetry are sourced and adapted from:
Baldick, Chris (1996) Concise Dictionary of Literary Terms, Oxford University Press, Oxford.

Durr, W, LePere, J, Pescosolido, J, Bean, R and Glaser, N (1981) Awards,
Houghton Mifflin Company, Boston
Roberts, E and Jacobs, H (1995) Literature, An introduction to reading and
writing (Fourth Ed), Prentice Hall Inc, New Jersey
Ruddel, R, Dillon, B and Spache, E (1978) Hand stands, Allyn and Bacon,
Inc. Boston.)



P  O  E  T  R  Y



- Poetry and poems: describe a wide variety of spoken and written forms,
   styles and patterns, and limitless subjects.

- Thus, it is not possible to make a single, comprehensive definition

- Origin: Greek word ‘poiema’ (something made or fashioned in words).

- The above meaning is applicable to both poetry and poems.

- Poet: person who writes or speaks poems


The nature of poetry

- Poems are imaginative works expressed in words that are used with
   utmost compressions, force and economy (unlike prose).

- Reading and understanding poetry should prompt us to re-examine,
   reinforce and reshape our ideas,  attitudes, feelings and our lives.


How poetry works


- Poems are often about subjects we have never experienced directly,
   never met the poet, never thought  about things in exactly the same way.

- The more effort we put to understand poetry, the greater will be our reward

- To recapture the experience of the poem, we need to understand
   the language, ideas, attitudes, and frames of reference that will
    make the poem comes alive.

How to read a poem

- Carefully, thoughtfully, sympathetically.

- Interact with the poem

- A poem employs language, imagery, rhythms, ideas, etc. The reader needs
   to open up his mind to the poet’s impact.

- No single technique for reading and appreciating poetry.

- Suggestion: read each poem more than once (aloud) and keep in mind the following:-

a. The title: always informative

b. The speaker: first person (persona: inside view) or 3rd. Person (omniscient: outside view)

c. The meanings of all words: familiar or unfamiliar

d. The poet’s setting and situation

e. The poem’s basic form and development

f. The poem’s subject and theme